Engaging and Offering Input as the Core Framework
Rethinking Science Education: Participating and Contributing
Science isn't just about lab coats and test tubes - it's a way of thinking that should be part of everyday life decisions. That's why the New Zealand curriculum includes a "Participating and Contributing" strand as part of the Nature of Science.
This strand focuses on students using their science knowledge to participate in and contribute to their lives and society. While not every student will become a professional scientist, they should be able to solve problems with science and make informed decisions in personal and societal matters that have scientific implications.
Socio-Scientific Issues
In our society, we face numerous complex issues that require a scientific perspective. Some examples include climate change, pollution, and the health effects of pollution. Taking decisions about such issues demands an understanding of science, the accuracy of information, and the methods used to generate that knowledge.
For instance, when making decisions about organic food, smoking, vaping, or recycling, students need to identify relevant scientific knowledge, evaluate its reliability, consider its origin, understand its limitations, and gauge how much confidence they can place in it. This knowledge will help them distinguish between good science and pseudoscience, enabling them to evaluate 'scientific evidence' in media reports and ads.
Personal Decisions
To make informed decisions, students must understand how science is used and produced. They need to know what constitutes good science, how it's generated, and how to discern it from bad science or pseudo-science claims.
Becoming critical consumers of science means they can evaluate information and make more informed personal decisions. The Connected article "Fake Facts" discusses misinformation, propaganda, and disinformation, while "Read News Like a Scientist" looks into how to approach science news sensibly.
Moreover, understanding the nature of science helps assess and respond to claims in media and advertising. The ClimateViz citizen science project seeks help to extract information from various climate graphics to fight misinformation and support science communication.
Societal Decisions
Should we support stem cell research, captive breeding in zoos, or commercial fishing practices? Should we question our city council about noise pollution? Is climate change as devastating as researchers claim?
Answering such questions requires a good understanding of science and its implications. Socio-scientific issues like these have enormous impacts on us all, and understanding the nature of science enables citizens to make informed decisions and participate in democratic decision-making processes.
Incorporating Socio-Scientific Issues in the Classroom
Addressing socio-scientific issues in classrooms may require careful scaffolding. Students should learn to identify the scientific aspects of such issues and distinguish them from legal, social, or family perspectives. They should be able to find credible scientific evidence and put it into context to help make informed decisions and form logical arguments.
Teaching socio-scientific issues in class has been proven to increase students' understanding of science processes, content, and the nature of science. By exploring these issues, students can fully appreciate the experimental and tentative nature of scientific knowledge, understand the non-linear process of science and the controversies that can arise when dealing with contentious matters.
Furthermore, discussing socio-scientific issues allows students to ponder the interplay between science, technology, and society, and understand the social, economic, political, moral, and environmental implications of scientific and technological knowledge.
- Bring a scientific perspective to decisions and actions as appropriate.
Levels 3-4 achievement objectives
- Use their growing science knowledge when considering issues of concern to them.
- Explore various aspects of an issue and make decisions about possible actions.
Levels 5-6 achievement objectives
- Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.
Application
The Science Learning Hub offers various resources to help deepen students' participation and communication skills. Citizen science projects allow students to contribute to scientific research, while resources like the "Ethics Thinking Toolkit" and the "Futures Thinking Toolkit" help students consider socio-scientific issues in a nuanced manner.
In conclusion, integrating socio-scientific issues into the classroom helps students gain valuable real-world knowledge that will aid them in making informed decisions and contribute positively to society.
- Science knowledge can be applied in personal growth, such as making informed decisions about topics like organic food, smoking, vaping, or recycling, by identifying relevant scientific knowledge, evaluating its reliability, understanding its limitations, and gauging confidence in it.
- Understanding the nature of science enables individuals to participate in societal matters like climate change, stem cell research, captive breeding, or commercial fishing practices, by forming logical arguments based on credible scientific evidence, and making informed decisions in democratic decision-making processes.
